Interior design education is continuously evolving as is the profession of interior design. The Council for Interior Design Accreditation (CIDA) standards are regularly reviewed and updated to ensure that students receive the best interior design education possible and that they leave school as well prepared for professional practice as possible. It is important that college and university interior design programs continue to prepare students so they can lead the profession into the future. This study sought to gather insight into the entry-level design professional's perspective on design education. This study examined recent interior design graduate's perceptions of their ""preparedness to practice"" by finding out ""what they wish they knew"" now that they are working in the design profession. It provides an in-depth look into how well prepared recent interior design graduates are for the workplace and what knowledge areas, qualities and skills they deem valuable to their professional success. This study also reported findings from interior design graduates identifying the knowledge areas and skills they feel should be further emphasized in design education based upon their experience thus far. This information can assist in the modification and enhancement of interior design curricula by identifying areas in education that need improvement, further emphasis or even less emphasis. The survey was sent via email to 764 interior design undergraduate and first professional graduate student alumni who had completed their degrees in the last five years (2008 - 2012). They were chosen from five regionally diverse CIDA accredited interior design programs in the United States. A total of 101 responses to the on-line survey were received. In addition, eight designers, from various regions, were interviewed for ""deeper insight"" into their survey responses. The survey findings reveal that, in most cases, the knowledge areas shown to be the most valuable were also the areas graduates felt most prepared for upon graduation. Similarly, those areas listed as least valuable were also areas students felt less prepared for. Overall, this indicates there is indeed a similarity with skills students are most prepared to handle and those demanded of them in the workplace. Findings show that a majority of recent interior design graduates are in agreement on the "top five" knowledge categories and/or skills they felt most prepared to perform in professional practice after graduation. These include: 1. Formulation of preliminary space plans 2. Formulation of two and three dimensional design concept studies and sketches 3. Creation of space plans and design concepts that are safe, functional and aesthetically appropriate 4. Research and analysis of client goals and requirements (programming) 5. Selection of appropriate colors, materials and finishes Correspondingly, survey findings reveal agreement on the knowledge categories and/or skills that recent graduates felt least prepared to perform. These include: 1. The administration of contract documents, bids and negotiations as the client's agent 2. Preparation of project budgets 3. Contract administration 4. Preparation of project schedules 5. Observing and reporting on the implementation of projects while in progress and upon completion Study data also showed that there are knowledge areas where large variances were found between the rated level of importance and perceived preparedness. For example, the knowledge area with the greatest variance between value and preparedness is the coordination and collaboration with other allied design professionals (I.e. architects; structural, mechanical and electrical engineers, and various specialty consultants). Survey results indicated that a majority of recent interior design graduates did not feel very well prepared in this area when they first started practicing, while these same graduates rated this category as the sixth most valuable knowledge area. These findings signal a need for further emphasis in this area in design education. The four knowledge areas and/or skills with the greatest variance between value and preparedness are: 1. Coordinate and collaborate with allied design professionals 2. Encourage or include the principles of environmental sustainability into designs Only 16% of recent graduates felt this category was highly valuable to them in practice. In contrast, they felt this was an area they were prepared to practice following their education. 3. Preparation of construction documents to adhere to code and regulatory requirements While 11% of recent graduates felt this category was highly valuable to them only 27% felt adequately prepared in this area while 31% felt less than adequately prepared or poorly prepared. 4. Preparation of project budgets This category ranked second, at 16%, in areas respondents recommended for further emphasis in education. In addition, findings from the eight telephone interviews stressed the importance of understanding budgets even though 78% of respondents stated that they felt less than adequately prepared in this area. These findings, combined with open-ended responses throughout the survey, suggest that a greater emphasis be placed on budgets in interior design curricula. The interviews and survey data offer a unique insight into the perceptions of the entry-level interior design professional. As mentioned earlier, college interior design program curricula and CIDA standards are continuously evolving to better meet the needs of design education. It is important that educators and practitioners consider the perspective of recent graduates as their successes and failures are oftentimes a direct result of their educational preparation. / A Thesis submitted to the Department of Interior Design in partial fulfillment of the requirements for the degree of Master of Fine Arts. / Summer Semester, 2013. / June 18, 2013. / CIDA accredited, design curricula, entry-level interior designer, interior
design, preparedness, professional practice / Includes bibliographical references. / Lisa K. Waxman, Professor Directing Thesis; Jill Pable, Committee Member; Marlo Ransdell, Committee Member.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_183913 |
| Contributors | Tarver, Elizabeth (authoraut), Waxman, Lisa K. (professor directing thesis), Pable, Jill (committee member), Ransdell, Marlo (committee member), Department of Interior Design (degree granting department), Florida State University (degree granting institution) |
| Publisher | Florida State University, Florida State University |
| Source Sets | Florida State University |
| Language | English, English |
| Detected Language | English |
| Type | Text, text |
| Format | 1 online resource, computer, application/pdf |
| Rights | This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s). The copyright in theses and dissertations completed at Florida State University is held by the students who author them. |
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